Activity Introduction

Aspire-Ehtanb-lab2-photoframeQuick Summary: This lesson is part of the Aspire Generation English Unit. Students finalise the planning of their social/community action or service and collaborate to carry out the project in their groups. They maintain focus on their group and teamwork skills and apply the planning and thinking from previous lessons to see their project or community service come to fruition or be fulfilled. Students reflect on their project and group work developments in preparation for more formal reflection and presentation or sharing of their learning.

Latrobe Logo 150This lesson supports La Trobe University’s Aspire Generation initiative, which empowers students to drive change through community engagement, volunteerism and leadership opportunities.

Learning Intentions: 

  • Students will understand the importance of collaboration, teamwork and planning in seeing a project through to completion.

21st Century Skills:


Australian Curriculum Mapping

Content descriptions
Year 9 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
  • Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
  • Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

General capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking, ICT Capability

Cross-curriculum priorities: There are opportunities for students to engage with any of the cross-curriculum priorities across the scope of this unit. Direct or specific engagement with any of these can be made based on the unique attributes of the local community. Sustainability, Asia and Australia’s Engagement with Asia, Aboriginal and Torres Strait Islander Histories and Cultures

Relevant parts of Australian Curriculum English Achievement Standards: 
Year 9: Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They make sure to use accurate spelling and punctuation, and they edit for effect, selecting vocabulary and grammar that contributes to the precision and persuasiveness of texts.

Year 10: Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Topic: Enterprise Learning.

Unit of work: La Trobe University – Aspire Generation – English

Time required: 60+ minutes (dependent on time allocation available for project completion)

Level of teacher scaffolding: Medium – facilitate class discussion.

Resources required: Student Worksheets – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a video to the class. Project Planning ToolProject Checklist

Digital technology opportunities: Digital sharing capabilities, online research.

Keywords: Aspire Generation, communication, public speaking, local community, design thinking, project design and planning, citizenship.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Aspire-Emily-girl3-photoframeTeacher preparation

Overarching learning goal: Students will learn about project implementation and the importance of collaboration, teamwork and planning when executing a community service project. Through carrying out their projects and engaging with their groups, students will develop their organisational and communication skills, applying them to successfully achieve the group goals.

Teacher content information

La Trobe University’s Aspire Generation connects a community of young people who aspire to make a difference through community service and leadership. They are the givers, the dreamers, the doers and the leaders who passionately pursue opportunities to address the big issues of their time. They think boldly and act responsibly and strive to leave a lasting impact on the world.

This inquiry-based learning unit provides students with the opportunity to develop and practise various English and literacy skills while they find out about their local community, identify the pos

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Student Worksheet

Thought starter How can I make my actions speak louder than words?

1. After you have completed the planning process, your teacher will allow enough time for you to action your projects. This Project Checklist can be used to help you complete the project. Use this and adapt or add to it to help make it support the actual implementation of your unique community action.

Consider the following tips while completing your project/action:

  • Be clear about how much time you have to accomplish everything
  • Keep communication between the group at a high level so you all know what you need to be doing and when
  • Talk to you teacher and principal, parents, staff wherever necessary to ensure you are doing everything in a safe and supported manner
  • Be prepared for some setbacks – taking action can be hard, but continuing in the face of obstacles or challenges is very empowering


Use the space below to journal or make any notes, records or documentation of events that you can use t

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